Web view-GLE 0707.7.6 Evaluate how human activities affect the earth’s land, oceans, ... How...

Unit 5 Modern Living

ELA Teacher

Math Teacher

Science Teacher

Social Studies Teacher

+

GeographyHistory

Seeing Structure in Expressions Creating Equations Arithmetic with Polynomials and Rational Expressions

Simple Machines Waves amp Engineer-ing

Language Reading Literature

Grade Level 7th Grade Unit Length 15 Days

Unit Overview

The Modern Living Unit will engage students in the study of industrialization and urbanization The seventh grade team will utilize the traditional holiday literature ldquoA Christmas Carolrdquo throughout the unit The students will read and then create a STEM-based adaptation of the classic novel titled ldquoA Christmas Carol A Nod to the Modrdquo The students will apply their knowledge of industrialization and urbanization to determine how the components of ldquoA Christmas Carolrdquo would be different in different eras Additionally students will examine how speech and language entertainment and other components of everyday living have changed through these eras The students will also work in small groups to discover and apply the scientific and mathematic components of set design and construction

Unit -Essential Question(s)

What is modern livingHow have industrialization and urbanization affected modern society

Culminating Event

The Culminating Event for this unit will be ldquoA Christmas Carol A Nod to the Modrdquo The students will write produce and present this event for our community Students will utilize their scientific and mathematic skills to design and build the set The students will also work in small groups to research industrialization and urbanization The students will then use their knowledge to determine the characteristics of each scene of the play ldquoA Christmas Carol A Nod to the Modrdquo will include a total of four scenes from the traditional holiday literature ldquoA Christmas Carolrdquo Each of the four iconic scenes will be set in a different era Overall the culminating event ldquoA Christmas Carol A Nod to the Modrdquo will encompass all standards and skills taught during the Modern Living Unit in each subject area

Innovation AcademyUnit Plan Template

Common Assessment

ldquoThe Christmas Carol ndash A Nod to the Modrdquo

The students will participate in the community event ldquoA Christmas Carol A Nod to the Modrdquo that will serve as the Culminating Event for the complete Modern Living unit that will encompass all standards and skills taught during the Leadership Unit in each subject area The common assessment will focus on the skills needed to create and present this event to the community The studentsrsquo participation and preparation for this event will be scored utilizing a rubric The rubric will be used to assess the studentsrsquo application of skills and effort during the Culminating Event The rubric will focus on skills and processes

STEM Project Rubric Project TitleA Christmas Carol A Nod to the

ModStudent Name

Date

Advanced Proficient Needs Improvement

Math Component

Maximizing Profits

The student scores 100 on the student teaching

team generated quiz over Maximizing Profits

The student scores 85 on the student teaching team

generated quiz over Maximizing Profits

The student scores 75 on the student

teaching team generated quiz over Maximizing Profits

Math Component

Population Growth


team generated quiz over Population Growth


generated quiz over Population Growth


teaching team generated quiz over Population Growth

Science Component

Waves


team generated quiz over Waves


generated quiz over Waves


teaching team generated quiz over

Waves

Science Component

Simple Machines


team generated quiz over Simple Machines


generated quiz over Simple Machines



Simple Machines

Science Component

Mechanical Efficiency


team generated quiz over Mechanical Efficiency


generated quiz over Mechanical Efficiency




Social Studies Component

Causes of Urbanization


team generated quiz over Causes of Urbanization


generated quiz over Causes of Urbanization





Consequences of Urbanization


team generated quiz over Consequences of

Urbanization


generated quiz Consequences of

Urbanization


teaching team generated quiz


ELA Component

Characteristics of a Drama


team generated quiz over Characteristics of a Drama


generated quiz over Characteristics of a Drama


teaching team generated quiz over Characteristics of a

Drama

ELA Component

Sentence Structure


team generated quiz over Sentence Structure


generated quiz over Sentence Structure


teaching team generated quiz over Sentence Structure

Unit Objectives

a I can describe Modern Livingb I can explain how industrialization and urbanization have impacted modern societyc I can identify components of everyday living that have been modernized due to the process of

industrialization and urbanization

Strands (main ideas taught in unit)

ELA LanguageReading Literature

Math Seeing Structure in ExpressionsCreating EquationsArithmetic with Polynomials and Rational Expressions

Science Embedded InquiryEmbedded Technology and EngineeringMotion ndash Simple Machine Work Force Mechanical Advantage and Mechanical EfficiencyEarth ndash Renewable amp Non-Renewable Resources

Social Studies

GeographyHistory

Vocabulary

ELA1 Independent Clause ndash a group of words that stand as a sentence2 Coordination ndash the act of combining two independent clauses3 Dependent Clause ndash a group of words that cannot stand alone as a sentence4 Complex Sentences ndash the combination of two sentences of unequal value one sentence is

dependent on the other for its full meaning5 Drama ndash a literary work intended for performance by actors on a stage the script is usually

characterized by dialogue and stage directions

Math1 Greatest Common Factor (GCF) ndash The largest monomial that is a factor of each term of the

polynomial2 Difference of Squares ndash the square of one quantity (eg bsup2) being subtracted from the square of

another quantity (eg asup2)3 Grouping ndash Technique for when a polynomial has four or more terms In this method you look at

only two terms at a time to see if any techniques become apparent (For example you may see a Greatest Common Factor (GCF) in two terms or you may recognize a trinomial as a perfect square Sometimes you can group a polynomial into sets with two terms each to find a GCF in each set You should try this method first when faced with a polynomial with four or more terms)

4 Quadratic ndash a polynomial of degree 2 whose graph is a parabola5 Factoring ndash breaking down a polynomial into two or more polynomial factors for the purposes of

simplifying expressions or finding x-intercepts among other usesScience 1 Simple Machines ndash Any of the basic mechanical devices used to apply force such as an inclined

plane2 Mechanical Efficiency ndash The effectiveness of a machine3 Velocity ndash The speed of an object in a given direction4 Transverse Waves ndash A wave that vibrates at right angles to the direction of its propagation5 Longitudinal Waves ndash A wave that vibrates in the direction of propagation

Social Studies

1 Urbanization ndash the process by which towns and cities are formed and become larger as more and more people begin living and working in central areas

2 Urban Agglomeration ndash the population contained within a contiguous territory inhabited at urban density levels without regard to administrative boundaries the population in a city or town plus that in the suburban areas lying outside of but adjacent to the city boundaries

3 Industrialization ndash The process of introducing manufacturing into countries or regions where most of the people are engaged in primary economic activities

4 Poverty ndash scarcity dearth or the state of one who lacks a certain amount of material possessions or money

5 Crime Rate ndash the ratio of crimes in an area to the population of that area

Key Questions

ELA Math Science Social Studies

How are sentences constructed

What effects are created by different methods of sentence construction

As society has become more modernized how has sentence construction changed

What are the characteristic attributes of drama

How do I factor a polynomial using the greatest common factor method

How do I factor a polynomial classified as a difference of squares

How do I factor a polynomial with four terms

Where are parabolas visible in the real world

What causes objects to move differently under different circumstances

What are the characteristics of the six simple machines

How are each of the six simple machines used to better society

How do speed and velocity compare and contrast

How do Newtonrsquos Laws of motion relate to the movement of objects

What are the components of a wave

How can you differentiate between longitudinal and transverse waves

What is urbanization How has urbanization

increased worldwide over the past century

What are the causes of urbanization

What are the consequences of urbanization

Hook for Unit

ldquoA Christmas Carolrdquo Video Montage The video montage will introduce students to the various interpretations of ldquoA Christmas Carolrdquo The montage will show productions of the Christmas Carol in the era that it was written along with animated versions and versions from eras other than the nineteenth century This will provide students with a visual reference to compliment their reading of the traditional holiday literature Further the video will encourage students to think about how they might create their own adaptation of the classic tale

Literature Component

In this unit students will embark upon a journey through time by reading ldquoA Christmas Carolrdquo by Charles Dickens Throughout the process of reading this drama students will learn about the characteristics of a drama and the similarities and differences between a drama and other pieces of literature Students will then rewrite this Christmas play using different time periods as settings for each scene in order to better understand how time periods can affect literature

Writing Closure

To reflect upon this unit students will complete a writing closure where they will list the ways they succeeded in this unit and the ways they needed improvement This will help students know what they excel in and what they need to improve upon for the future Then students will predict how this lesson could benefit them in the job that they want for their career

Materials Needed for Culminating

Event

Set Construction

Partially Constructed Frame of (8rsquo x 8rsquo) house for the set of the play

a Partially Construction Frame Materialsi 1 pound of 1 frac12 inch dry wall screws (1 frac14rdquo)

ii 5 pound of 2 frac12 inch dry wall screwsiii 2 ndash 4 x 8 (frac34rdquo plywood)iv 9 ndash 2rdquo x 6rdquo x 8rdquo plywoodv 4 ndash 2rdquo x 4rdquo x 8rdquo plywood

vi 24 stud length (2 x 4)vii 8 ndash 4rdquo x 8rdquo lavan (14 or 18rdquo plywood)

b Roofingi Cardboard

ii Snow Cottoniii Poster Board ndash Designed Cut and Colored for each era

c Toolsi Circular saw

ii Drilliii Measuring tapeiv T-Square

Materials for Exterior Design (per student research)

Large Models (8x8) for production of ldquoA Christmas Carol A Nod to the ModrdquoRoofing ndash Cardboard Spray Paint Snow (Cotton Gauze)Tools ndash Donated by Snap-On and TeachersFrame ndash 1 pound of 1 frac12 inch dry wall screws (1 frac14rdquo) 5 pound of 2 frac12 inch dry wall screws 2 ndash 4 x 8 (frac34rdquo plywood) 9 ndash 2rdquo x 6rdquo x 8rdquo plywood 4 ndash 2rdquo x 4rdquo x 8rdquo plywood 24 stud length (2 x 4) 8 ndash 4rdquo x 8rdquo lavan (14 or 18rdquo plywood) Exterior

1840rsquos- Gray cardboard ndash cut shape into stone- Bale of hay ndash thatch roof

- Adhesiveo Elmerrsquos glue (big bottles ndash 10)o Liquid Nails (2 per side) and caulk gun

- Paint ndash white dark grey black- Door ndash cardboard

1920rsquos- Cardboard (cut into linear strips) ndash straight up and down- Paint ndash White light grey- Door ndash Cardboard- Metal Roof ndash Cardboard (fold with ridges) cover with Aluminum Foil (10 ndash 50sqft rolls)

2013- Cardboard (draw brick ndash Sponges (large size))- Paint ndash Brick Red Light Gray (mortar)- Painterrsquos Tape- Door ndash Cardboard

2050- Solar panel or wind turbine ndash constructed out of cardboard- Paint ndash silver (glass)

ldquoSTEM Under Constructionrdquo amp ldquoEngineers of Stylerdquoa iPadb Students will determine the materials needed for the set These materials will then be placed on a

donation wish list for parent and PTA involvement

Standards Common Core Standards Tennessee State Standards

ELACommon Core Standards

CC7L1a Explain the function of phrases and clauses in general and their function in specific sentences (sentence modeling)CC7L1b Choose among simple compound complex and compound-complex sentences to signal differing relationshipsCC7RL3 Analyze how lines of dialogue or incidents in a story or drama interact (eg how the setting shapes the characters or plot propel the action reveal aspects of a character or provoke a decision)CC7RL1 Cite several pieces of textual evidence that most strongly support analysis of what the text says explicitly as well as inferences drawn from textCC7RL2 Determine central ideas or themes of a text and analyze their development summarize the key supporting details and ideas

MathCommon Core Standards

CCSSASSEA2 Use the structure of an expression to identify ways to rewrite itCCSSASSEB3a Factor a quadratic expression to reveal the zeros of the function it definesCCSSACEDA1 Create equations and inequalities in one variable and use them to solve problems Include equations arising from linear and quadratic functions and simple rational and exponential functionsCCSSAAPRA1 Understand that polynomials form a system analogous to the integers namely they are closed under the operations of addition subtraction and multiplication add subtract and multiply polynomialsCCSSAAPRB3 Identify zeros of polynomials when suitable factorizations are available and use the zeros to construct a rough graph of the function defined by the polynomial

ScienceTennessee

Earth

State Standards

-GLE 070775 Differentiate between renewable and nonrenewable resources in terms of their use by man-GLE 070776 Evaluate how human activities affect the earthrsquos land oceans and atmosphere

-SPI 070776 Describe the relationship between plate movements and earthquakes mountain building volcanoes and sea floor spreading

-SPI 070777 Analyze and evaluate the impact of manrsquos use of earthrsquos land water and atmospheric resources

Motion

-GLE 0707111 Identify six types of simple machines-SPI 0707111 Differentiate between the six simple machines

-GLE 0707112 Apply the equation for work in experiments with simple machines to determine the amount of force needed to do work

-SPI 0707112 Determine the amount of force needed to do work using different simple machines-GLE 0707113 Distinguish between speed and velocity

-SPI 0707113 Apply proper equations to solve basic problems pertaining to distance time speed and velocity-GLE 0707114 Investigate how Newtonrsquos laws of motion explain an objectrsquos movement

-SPI 0707114 Identify and explain how Newtonrsquos laws of motion relate to the movement of objects-GLE 0707115 Compare and contrast the basic parts of a wave

-SPI 0707115 Compare and contrast the different parts of a wave-GLE 0707116 Investigate the types and fundamental properties of waves

-SPI 0707116 Differentiate between transverse and longitudinal waves in terms of how they are produced and transmitted

Social Studies

Tennessee State Standards

Grade Level Expectations308 Understand how human activities impact and modify the physical environment309 Understand the nature distribution and migration of human populations on Earths surfaces501 Understand the patterns of human settlement

Student Performance Indicators73spi13 Recognize the definitions of modifications on the physical environment (ie global warming deforestation desert urbanization)75spi1 Identify the causes and consequences of urbanization (ie industrial development education health care cultural opportunities poverty overcrowding disease pollution crime)

Appendix A

Modern Living Unit Schedule

Monday Tuesday Wednesday Thursday Friday

Day 1

Introduction to Unit and Content Class

Day 2

Content Class

Day 3

ENERGY AUDITProject Day

(Introduction amp Model House Design and

Construction)

Day 4


(Complete the model house and begin Set

Construction)

Day 5


(Model House Experiment Data

Collection and Analysis and continue Set

Construction)

Day 6

RESEARCH amp PREPProject Day

Small Group Work- STEM under Construction- Engineers of Style- Making Waves- STEM Stage Team(Research amp Plan)

Day 7


Small Group Work- STEM under Construction- Engineers of Style- Making Waves- STEM Stage Team

(Research amp Plan)

Day 8



(Create Lesson (Keynote St Hand=out

and Assessment)

Day 9



(Complete Lesson (Keynote St Hand=out

and Assessment))

Day 10


Small Group Work- STEM under Construction- Engineers of Style- Making Waves- STEM Stage Team(Turn in final Lesson (Keynote St Hand=out and Assessment discuss

needed changes with teacher and make

modifications)

Day 11

STUDENT TEACHModified Project Day

20 Min of Content Area Class

Day 12

Modified Project DayDress Rehearsal 1

- Complete All Construction

Day 13

Project DayDress Rehearsal 2

- Complete All Styling and Design

Day 14

Final Dress Rehearsal including

student teaches

Day 15

Clean-UpCast Party

During Small Group Work ndash Students will participate in teacher led mini lesson and self-directed work to complete their group student teach lesson and the construction needed for the production of ldquoA Christmas Carol ndash A Nod to the Modrdquo

Week 51 Project Days

Energy Audit Lesson Plan

ObjectivesIn this lesson students will

1learn what items in their homes use energy

2brainstorm ways to save energy

3practice graphing and statistically analyzing data

MaterialsEnergy Audit Worksheet (1 per student) compact fluorescent light bulb incandescent light bulbgraph paper

lined paper pencils

Teacher Background The United States comprises only 5 of the worldrsquos population and yet uses approximately 22 of the worldrsquos energy About 86 of the energy consumed by the United States is derived from fossil fuels The United States therefore uses a disproportionate amount of the worldrsquos energy and contributes a disproportionate amount to the problems associated with fossil fuel burning such as pollution and climate change The two main end-uses of energy in the United States are transportation and buildings Transportation accounts for approximately 13 of energy use in the United States while buildings account for approximately 12 of energy use Our homes (residential buildings) are responsible for about 42 of all the energy used in buildings and about 21 of the total energy usage in the United States The way we use or save energy in our homes therefore has a big impact

We use energy to heat and cool our homes to provide electricity to cook to heat and pump our water to refrigerate our food to power our computers and much more Because such a large percentage of the United States energy use occurs in our homes performing and analyzing a home energy audit can help us become more aware of some of the main ways that we use energy Once we know all the ways that we use and sometimes waste energy in our homes we can brainstorm ways to decrease our energy consumption and enact a plan to save energy which will decrease pollution decrease climate change causing carbon emissions and decrease our

energy bills

ActivityPreparation

Prepare a letter for studentsrsquo families letting them know that their children are doing a unit on energy and will be inspecting their homes for energy use

Introduction

111308811130881113088Introduce energy usage by instructing students to create a list of the things in their classroom that take energy

111308811130881113088Hand out an Energy Audit Worksheet to each student

111308811130881113088Tell students that they are going to inspect their homes for energy usage

111308811130881113088Read the instructions out loud to the class and go over each of the questions explaining how the students will answer these questions at home Some of the questions may require asking a family member for the answer but a lot of them simply require looking around the home

111308811130881113088When you come to the compact fluorescent light bulb (CFL) question show students the CFL Tell them that these light bulbs are more efficient meaning that they produce the same amount of light with less energy Show students the incandescent bulb so that they will be able to tell the difference when conducting their audits

111308811130881113088For a homework assignment have kids fill out the Energy Audit Worksheet

Procedure

1 Have students turn in their Energy Audit Worksheets Tell students that they all did energy audits of their respective homes and that today the class is going to put all those separate energy audits together to graph the results and calculate a few important statistics

2 Write the number of total points for each student (without the student names) in a random order on the board Total point scores will range between 20 and 60 11130881113088Example 24 35 28 48 52 31 42 42 34 50

3 Tell students that these numbers are their energy audit scores in no particular order and that the lower numbers mean lower energy use while the higher numbers mean higher energy use Make sure to emphasize that the variation in the energy audit scores may be

due to many different things Some people live in apartments and some people live in houses Some people have large families with lots of people in one home and some people have small families Some people live in older homes and some people live in newer homes All of these factors can influence energy use so there are lots of different reasons for the variation in numbers

4Give each student a piece of lined paper a piece of graph paper and a pencil

5First have students write the numbers in order from smallest to largest on their lined paper11130881113088Example 24 28 31 34 35 42 42 48 50 52

6Guide students through grade-appropriate statistics11130881113088Grade Five mean median and mode11130881113088Grade Six range mean median and mode11130881113088Grade Seven minimum lower quartile median upper quartile and maximum11130881113088For this example mean = 386 median = 385 mode = 42 range = 28 minimum = 24 lower quartile = 31 upper quartile = 48 maximum = 52

7Discuss what each of these statistics means with your students

8Model drawing x and y axes on the board Tell students to do the same on their graph paper Ask students what labels should go on the x and y axes

9Remind students that bar graphs are helpful when comparing similar data Graph the data using a bar graph This can be done in many ways You can have students graph each individual number which represents one of the students in the class or you can pool the data into data bins For example your data bins could be 20-31 32-46 and 47-60 Two example graphs are below

Energy Audit Results


Total Points

10 Explain that studentsrsquo total points from the energy audit tell us how much energy they are using

111308811130881113088Students with scores between 20 and 32 are master energy savers

111308811130881113088Students with scores between 33 and 46 are on their way to big energy savings

111308811130881113088Students with scores between 47 and 50 are now equipped with energy knowledge and can soon become master energy savers

11 Discuss with your students what the graph means How much energy do we use Is there a big range in our scores Have each student write one to two sentences about what the graph tells him or her

12 Review why it is important to reduce energy consumption (It reduces pollution from fossil fuels it reduces carbon emission to the atmosphere that cause global climate change it decreases our energy costs)

Wrap-Up

Tell students that although some homes already use less energy than others everyone can do a little more to help save energy and the environment Discuss ways to reduce energy usage in home and at school with your students Have students brainstorm for themselves and add some of the ideas listed below to flesh out the list

- Set computer to five-minute sleep mode and turn it off when not in use Teacher and Student Services 2008 4

Number of Students

111308811130881113088Unplug appliances when not in use or control with a smart power strip

111308811130881113088Change from old-fashioned light bulbs to compact fluorescent light bulbs

111308811130881113088Only heat or cool the rooms you need

111308811130881113088Turn down water heater

111308811130881113088When cooking keep the lids on pots

111308811130881113088Set your thermostat lower in winter and higher in summer and adjust your body temperature with clothes

111308811130881113088Only run full loads of laundry and dishes

111308811130881113088Use cold water when possible

111308811130881113088Turn off water when not using it and take shorter showers

111308811130881113088Air dry clothes

111308811130881113088Install a low-flow shower head which reduces hot water usage

Resources EnergyHogorg No and low cost tips to save energy and money Retrieved April 1 2008 from httpwwwenergyhogorgpdfNo-Cost_Low-Cost_Ultimate-Checklistpdf

Stanford University School of Earth Sciences Earth Systems Program Sustainable Choices Card Retrieved on March 18 2008 from httpsustainablechoicesstanfordedu

United States Department of Energy (2005) A Consumerrsquos Guide to Energy Efficiency and Renewable Energy Retrieved on April 2 2008 from httpwwweereenergygovconsumeryour_homeenergy_auditsindexcfmmytopic=11160

References Adapted from Chiarchiaro J (2007) Unit on Climate Change for Use in Fourth and Fifth Grade Classrooms Lesson 6- Student Home Energy Audit Retrieved on March 18 2008 from httpwwwtaskstreamcommainchiarchiaroclimatechangehtml

Adapted from EnergyHogorg Energy Hog Scavenger Hunt Retrieved March 18 2008 from wwwenergyhogorgpdfScavengerHuntpdf EnergyHogorg

No and low cost tips to save energy and money Retrieved April 1 2008 from httpwwwenergyhogorgpdfNo-Cost_Low-Cost_Ultimate-Checklistpdf



Home Energy Audit - WorksheetName____________________Investigate your home to find the answers to the questions below For each question check the box that best matches your home Since all homes are different answer only 10 of the questions below that apply to your home1 Lights How many lights do you have in your home

15 or more 8-14 7 or less2 Lights How often do you turn off the lights when you leave a room

Rarely Sometimes Always3 Light Bulbs How many compact fluorescent light bulbs (CFLs) do you have

None 1-4 5 or more4 Thermostat At what temperature do you set your thermostat in the winter

73 degrees or higher 70-72 degrees 69 degrees or lower or off5 Thermostat At what temperature do you set your thermostat in the summer

74 degrees or less 75-77 degrees 78 degrees or higher or off6 Cooking How often does your family leave lids on pots when cooking

Rarely Sometimes Always7 Shower How long do you stay in the shower

15 minutes or more 10 minutes 5 minutes8 Appliances How many items (not including lights) plug into the wall on a daily basis

15 or more 8-14 7 or less9 Appliances How often do you unplug appliances that are not in use

Never Sometimes Often10 TV or Computer How often is a TV or computer on when no one is using it

Often Sometimes Never11 Windows How many layers of glass do your windows have

One Two Two with reflective coating12 Laundry At what temperature does your family wash clothes

Hot Warm Cold

Home Energy Audit Score Sheet Name_____________________Use the score sheet below to calculate your total Energy Audit score

1 Lights How many lights do you have in your home 15 or more (6 pts)8-14 (4 pts)7 or less (2 pts)Question 1 Points ___________

2 Lights How often do you turn off the lights when you leave a room Rarely (6 pts)Sometimes (4 pts) Always (2 pts)Question 2 Points ___________

3 Light Bulbs How many compact fluorescent light bulbs (CFLs) do you have None (6 pts)1-4 (4 pts)5 or more (2 pts)Question 3 Points ___________

4 Thermostat At what temperature do you set your thermostat in the winter 73 degrees or higher (6 pts)70-72 degrees (4 pts)69 degrees or lower or off (2 pts)Question 4 Points ___________

5 Thermostat At what temperature do you set your thermostat in the summer 74 degrees or less (6 pts)75-77 degrees (4 pts)78 degrees or higher or off (2 pts)Question 5 Points ___________

6 Cooking How often does your family leave lids on pots when cooking Rarely (6 pts)Sometimes (4 pts) Always (2 pts)

Question 6 Points ___________7 Shower How long do you stay in the shower

15 minutes or more (6 pts)10 minutes (4 pts) 5 minutes (2 pts)Question 7 Points ___________

8 Appliances How many items (not including lights) plug into the wall on a daily basis 15 or more (6 pts)8-14 (4 pts)7 or less (2 pts)Question 8 Points ___________

9 Appliances How often do you unplug appliances that are not in use Never (6 pts)Sometimes (4 pts) Often (2 pts)Question 9 Points ___________

10 TV or Computer How often is a TV or computer on when no one is using it Often (6 pts)Sometimes (4 pts) Never (2 pts)Question 10 Points ___________

11 Windows How many layers of glass do your windows have One (6 pts)Two (4 pts)Two with reflective coating (2 pts)Question 11 Points ___________

12 Laundry At what temperature does your family wash clothes Hot (6 pts)Warm (4 pts) Cold (2 pts)Question 12 Points ___________

Total Points ___________Appendix C Energy Audit Project Lessons ndash Model House Construction


Energy Audit Lesson Plan ndash Model Construction


a Work cooperatively in small groupsb Construct a model home to test for energy efficiencyc Research construction materials and energy efficiency of their grouprsquos assigned era (1840rsquos 1920rsquos

1950rsquos or 2012)d Construct a model home that is representative (exterior and insulation type) of their grouprsquos assigned

era (1840rsquos 1920rsquos 1950rsquos or 2012)

Materialsa Graph Paperb Small Group Answer amp Research Sheetc Large Popsicle sticks for construction of the frame (50 group = 5 boxes of 200 pk)d Quick drying glue to construction of the frame ndash Elmerrsquos Wood Glue e Base ndash Plywood (1 foot by 1 foot)f Wax Paper (1 roll per room = 4)g Poster Board Sheets h Clear Plastic Wrap (windows) (1 roll per room = 4)i Clear Packaging Tape (2 roll)j Scotch Tape (1 roll per room = 4)k Materials for Exterior Design amp Insulation Design (per student research ndash Student Supplied)

Time Period

Exterior Sides Roof Insulation

1840rsquos Sod

1920rsquos Sawdust

1950rsquos Cotton Balls

2012 Spray Foam Insulation

Vocabulary ndash Define the following termsa Architectureb Insulation

c Energy Efficiencyd Thermal Energy

Student Instructions for Construction of House Models

Small Group Work

Students in your Small Group ______________________________________________________________________

Era Assigned ___________________

Heat Source used during this Era _______________________________

Materials Needed for Exterior of Home

1 __________________________________________

Reasoning

Source

2 __________________________________________

Reasoning

Source

3 __________________________________________

Reasoning

Source

4 __________________________________________

Reasoning

Source

5 __________________________________________

Reasoning

Source

Materials Needed to Insulate the Home

1 __________________________________________

Reasoning

Source

2 __________________________________________

Reasoning

Source

Use the provided graph paper to draw a scaled drawing of your grouprsquos model home Your drawing should be labeled and it should accurately showcase characteristics of homes from your assigned era

If you need addition space for Materials please use the template from this page and attach a sheet of notebook paper with the rest of your grouprsquos work

Rubric ndash Energy Efficiency amp Model Homes

Utilize this rubric to successfully complete the Energy Efficiency amp Model Homes Project If you have any questions regarding the expectations or content of this rubric please speak to your teachers

CATEGORY 4 3 2 1

Information Gathering

Accurate information taken from several sources

in a systematic manner

Accurate information taken from a couple of sources in

a systematic manner

Accurate information taken from a couple of sources but

not systematically

Information taken from only one source andor

information not accurate

Scientific Knowledge

Explanations by all group members indicate a clear

and accurate understanding of scientific principles underlying the

construction and modifications

Explanations by all group members indicate a relatively accurate

understanding of scientific principles underlying the


Explanations by most group members indicate relatively accurate understanding of

scientific principles underlying the construction

and modifications

Explanations by several members of the group do

not illustrate much understanding of scientific principles underlying the


Plan Plan is neat with clear measurements and

labeling for all components

Plan is neat with clear measurements and labeling

for most components

Plan provides clear measurements and labeling

for most components

Plan does not show measurements clearly or is

otherwise inadequately labeled

Function Structure functions extraordinarily well

holding up under atypical stresses

Structure functions well holding up under typical

stresses

Structure functions pretty well but deteriorates under

typical stresses

Fatal flaws in function with complete failure under

typical stresses

Construction -Materials

Appropriate materials were selected and

creatively modified in ways that made them even

better

Appropriate materials were selected and there was an

attempt at creative modification to make them

even better

Appropriate materials were selected

Inappropriate materials were selected and contributed to a

product that performed poorly

Construction - Care Taken

Great care taken in construction process so that the structure is neat

attractive and follows plans accurately

Construction was careful and accurate for the most part but 1-2 details could

have been refined for a more attractive product

Construction accurately followed the plans but 3-4

details could have been refined for a more attractive

product

Construction appears careless or haphazard Many details need refinement for a strong or attractive product

Data Collection

Data taken several times in a careful reliable manner

Data taken twice in a careful reliable manner

Data taken once in a careful reliable manner

Data not taken carefully OR not taken in a reliable

manner

ModificationTesting

Clear evidence of troubleshooting testing and refinements based on

data or scientific principles

Clear evidence of troubleshooting testing and

refinements

Some evidence of troubleshooting testing and

refinements

Little evidence of troubleshooting testing or

refinement

JournalLog - Content

Journal provides a complete record of

planning construction testing modifications

reasons for modifications and some reflection about the strategies used and the

results

Journal provides a complete record of planning

construction testing modifications and reasons

for modifications

Journal provides quite a bit of detail about planning


for modifications

Journal provides very little detail about several aspects

of the planning construction and testing

process

JournalLog - Appearance

Several entries made and all are dated and neatly

Several entries are made and most of the entries are dated

and neatly entered


and legible

Few entries are made ANDOR many entries are

not dated or very difficult to read

Appendix D Energy Audit Project Lessons ndash Set Construction

Week 41 Modified Project Days

Energy Audit Lesson Plan ndash Set ConstructionObjectivesIn this lesson students will

a Work cooperatively in small groupsb Work with a teacher or STEM professional to construct a portion of the set for ldquoThe Christmas Carol A Nod to

the Modrdquoc Apply their knowledge and research of construction materials and energy efficiency of their grouprsquos assigned era

(1840rsquos 1920rsquos 1950rsquos or 2012)d Construct a portion of the set that is representative (exterior and insulation type) of their grouprsquos assigned era

(1840rsquos 1920rsquos 1950rsquos or 2012)

Materialsb Model Home Research Answer Sheet c Model Home Scaled Drawing d Partially Constructed Frame of (8rsquo x 8rsquo) house for the set of the play

a Partially Construction Frame Materials i 1 pound of 1 frac12 inch dry wall screws (1 frac14rdquo)

ii 5 pound of 2 frac12 inch dry wall screws iii 2 ndash 4 x 8 (frac34rdquo plywood)iv 9 ndash 2rdquo x 6rdquo x 8rdquo plywood v 4 ndash 2rdquo x 4rdquo x 8rdquo plywood


b Roofing i Cardboard


c Tools i Donated by Snap-On Tools

ii Provided by Teachers e Materials for Exterior Design (per student research)

Time Period Exterior Sides Roof

1840rsquos

1920rsquos

1950rsquos

2012

Rubric ndash Energy Efficiency amp Set Construction

Utilize this rubric to successfully complete the Energy Efficiency amp Set Construction Project If you have any questions regarding the expectations or content of this rubric please speak to your teachers

Appendix E Energy Audit Project Lessons ndash Model House Experiment Data Collection and Analysis

Week 51 Project Day

CATEGORY 4 3 2 1

Scientific Knowledge Explanations by all group members indicate a clear and accurate understanding of scientific principles underlying the construction and modifications

Explanations by all group members indicate a relatively accurate understanding of scientific principles underlying the construction and modifications

Explanations by most group members indicate relatively accurate understanding of scientific principles underlying the construction and modifications

Explanations by several members of the group do not illustrate much understanding of scientific principles underlying the construction and modifications

Information Gathering Accurate information taken from several sources in a systematic manner

Accurate information taken from a couple of sources in a systematic manner

Accurate information taken from a couple of sources but not systematically

Information taken from only one source andor information not accurate

Plan Plan is neat with clear measurements and labeling for all components

Plan is neat with clear measurements and labeling for most components

Plan provides clear measurements and labeling for most components

Plan does not show measurements clearly or is otherwise inadequately labeled

Function Structure functions extraordinarily well holding up under atypical stresses

Structure functions well holding up under typical stresses

Structure functions pretty well but deteriorates under typical stresses

Fatal flaws in function with complete failure under typical stresses

Construction -Materials Appropriate materials were selected and creatively modified in ways that made them even better

Appropriate materials were selected and there was an attempt at creative modification to make them even better


Inappropriate materials were selected and contributed to a product that performed poorly

Construction - Care Taken Great care taken in construction process so that the structure is neat attractive and follows plans accurately

Constuction was careful and accurate for the most part but 1-2 details could have been refined for a more attractive product

Construction accurately followed the plans but 3-4 details could have been refined for a more attractive product


ModificationTesting Clear evidence of troubleshooting testing and refinements based on data or scientific principles

Clear evidence of troubleshooting testing and refinements

Some evidence of troubleshooting testing and refinements

Little evidence of troubleshooting testing or refinement

Energy Audit Lesson Plan ndash Model House Experiment Data Collection and Analysis


a Work cooperatively in small groupsb Students will collect data regarding thermal energy and energy efficiency using thermal imaging and

temperature probe-ware c Students will collect and analyze datad Compare and Contrast the data from model homes from different eras (1840rsquos 1920rsquos 1950rsquos or

2012)e Analyze the data collected to relate thermal energy heat loss mechanical efficiency energy efficiency

industrialization and modern living (1840rsquos 1920rsquos 1950rsquos or 2012)

Materialsa Model Homes constructed and created by each small group (5 model homes per era)b Data Collection Sheets (4 per group)c Constructed Response Answer Sheets ndash Loose Leaf Paper (one per group)d Individual Constructed Response Sheets e Thermal Imaging Examples ndash (one per group)f Vernier Technology Anatomy Sheet ndash (one per group)g Thermal Imaging Technology ndash Eastman Camera amp iPad h Vernier Software and Probe-ware

Thermal Imaging Temperature Data ndash Student Group Sheet

Directions Use temperature probe to measure and record temperature data at the locations listed in the chart below Your group will need to complete this sheet for each era of model homes constructed ndash 1840rsquos 1920rsquos 1950rsquos and 2012

Era of Homes __________________________________________________

LocationFirst Thermal

AnalysisGroup 1

________________

Second Thermal AnalysisGroup 2

________________

Third Thermal AnalysisGroup 3

________________

Fourth Thermal AnalysisGroup 4

________________

Fifth Thermal AnalysisGroup 5

________________

Solid wall

Open window or door

Open corner

Roof lineConstructed Response

Respond to the following prompts on a separate sheet of loose-leaf paper using complete sentences

1 What is thermal energy2 Interpreting Data Calculate the average temperature range change between the five homes from this era Provide two hypotheses regarding why there is a difference in temperature change between the home models Provide thermal images that support your two hypotheses What does this suggest about the characteristic thermal energy 3 Describe how your team collected thermal energy data during testing Your group must provide pictures that show your data from each model home 4 Distinguish which data set was most effective in demonstrating thermal energy in motion (thermal images or temperature data why) 5 Explain how thermal energy is connected to you (how do you use amp benefit from thermal energy) 6 Why is energy conservation important (2 reasons Refer to your work on the Energy Audit)

Individual Constructed Response Questions

Use the data that your team collected from each set of model homes to answer the following questions You will complete this work individually In the answers to the following questions you will analyze the data collected to relate thermal energy heat loss mechanical efficiency energy efficiency industrialization and modern living (1840rsquos 1920rsquos 1950rsquos or 2012)

1 How is thermal energy related to mechanical efficiency

2 How is heat loss related to energy efficiency

3 How has industrialization affected the type of energy used in different eras (1840rsquos 1920rsquos 1950rsquos and current (2012)) ( You must refer to each of the four eras )

4 Draw a timeline to represent how the source of heat has changed since the 1840rsquos

5 Draw a timeline to represent how energy efficiency (use your teamrsquos data collection and research) has changed since the 1840rsquos

6 What has this project taught you about Modern Living

Thermal Imaging Comparison Examples

Use of Vernier Software and Temperature Probe

Anatomy of the Vernier Software

Anatomy of the Vernier Temperature Probe-ware

Example of Data Collection using the Temperature Probe-ware and the Vernier Software

Appendix F Small Group Project Lessons ndash Small Group Work

Week 52 Project Days Two Days ndash Monday amp Tuesday

Small Group Lesson Plan ndash Research amp PrepClassroom Assignments

- Math - STEM under Construction- Social Studies - Engineers of Style- Science - Making Waves- ELA - STEM Stage Team (Research amp Plan)


a Work cooperatively in small groupsb Students will research and plan their small group ldquoStudent Teachesrdquo or contribution for the production

of ldquoThe Christmas Carol ndash A Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the

night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and design of their student teach presentation

Materialsa iPad for researchb Mac Book Airs for researchc Small Group Assignment Sheet d Research Tasks for each small groupe Research and Planning Goals for each small groupf Student Small Group Material List Request Formsg Paperh Pencils

Vocabulary Vocabulary will be specific to each small group refer to Student Teach assignment chart

Rubric ndash Small Group amp Student Teach Lessons

Utilize this rubric to successfully complete the Small Group amp Student Teach Lessons Project If you have any questions regarding the expectations or content of this rubric please speak to your teachers

CATEGORY 4 3 2 1

Delegation of Responsibility

Each student in the group can clearly explain what information is needed by the group what information she is responsible for locating and when the information is needed

Each student in the group can clearly explain what information she is responsible for locating

Each student in the group can with minimal prompting from peers clearly explain what information she is responsible for locating

One or more students in the group cannot clearly explain what information they are responsible for locating

Group Timeline

Group independently develops a reasonable complete timeline describing when different parts of the work (egplanning research first draft final draft) will be done All students in group can independently describe the high points of the timeline

Group independently develops a timeline describing when most parts of the work will be done All students in group can independently describe the high points of the timeline

Group independently develops a timeline describing when most parts of the work will be done Most students can independently describe the high points of the timeline

Group needs adult help to develop a timeline ANDOR several students in the group cannot independently describe the high points of the timeline

IdeasResearch Questions

Researchers independently identify at least 4 reasonable insightful creative ideasquestions to pursue when doing the research

Researchers independently identify at least 4 reasonable ideasquestions to pursue when doing the research

Researchers identify with some adult help at least 4 reasonable ideasquestions to pursue when doing the research

Researchers identify with considerable adult help 4 reasonable ideasquestions to pursue when doing the research

Plan for Organizing Information

Students have developed a clear plan for organizing the information as it is gathered and in the final research product All students can independently explain the planned organization of the research findings

Students have developed a clear plan for organizing the information in the final research product All students can independently explain this plan

Students have developed a clear plan for organizing the information as it is gathered All students can independently explain most of this plan

Students have no clear plan for organizing the information ANDOR students in the group cannot explain their organizational plan

Quality of Sources

Researchers independently locate at least 2 reliable interesting information sources for EACH of their ideas or questions

Researchers independently locate at least 2 reliable information sources for EACH of their ideas or questions

Researchers with some adult help locate at least 2 reliable information sources for EACH of their ideas or questions

Researchers with extensive adult help locate at least 2 reliable information sources for EACH of their ideas or questions

Small Group Assignment Sheet

Stage Team Stage Team Scrooge Bob Ghost Supporting Non-Speaking

Content Area

Student Checklist

Topic Group Members

Goals 2-3 Vocab

Words

Keynote or Prezi

Presentation Outline for

Students

Student Assessment

Lesson Plan

Social Studies


a Identify the causes and

consequences of urbanization (ie poverty overcrowding disease pollution crime)

b Case Study Industrial

development of a country (past or present) giving the consequences of urbanization

Science Waves amp Music a Parts of a Waveb Sound Waves and Musicc Comparing and Contrasting Types of a Wave

English Language Arts

Sentence Structure

a Simple Sentencesb Compound Sentencesc Complex Sentencesd Compound-Complex

Sentences


Characteristics of Drama

a Differences from novel and Drama

b Acts amp Scenesc Stage Directionsd Character Liste Examples of plays

Science Simple Machines a The 6 Simple Machinesb Machines and Construction

Math Maximizing Profits a Graphing a system of Linear Inequalitiesb Understanding how to maximize profits within the feasible region

Social Studies






Math Population Growth

a Creating input and output tables for a functionb Determining the rate of change or slope for a functionc Looking at the differences between types of functions

Science Mechanical Efficiency

a Work Force and Powerb Compare and Contrast Mechanical Efficiency of erasc Renewable and Non-Renewable Resources

Cratchit Roles RolesScene 1

Scene 2

Scene 3

Scene 4

Scene 5

Scene 6

Appendix G Small Group Project Lessons ndash Small Group Work

Week 52 Project Days Two Days ndash Wednesday amp Thursday

Small Group Lesson Plan ndash Creation of Lesson



of ldquoA Christmas Carol A Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the

night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and design of their student teach presentation e Complete Lesson (Keynote St Hand-out and Assessment)



Appendix H Small Group Project Lessons ndash Small Group Work

Week 42 Project Days One Day - Friday

Small Group Lesson Plan ndash Final Lesson and Teacher Meeting



of ldquoA Christmas Carol Nod to the Modrdquo c Students will research content information needed to create a five-minute lesson and presentation for the

night of the playd Utilize ldquoInquiryrdquo Text to aid with the setup and designs of their student teach presentation e Turn in final Lesson (Keynote St Hand=out and Assessment discuss needed changes with teacher and

make modifications)



Rubric ndash Small Group amp Student Teach Presentations

Utilize this rubric to successfully complete the Small Group amp Student Teach Lessons Presentations If you have any questions regarding the expectations or content of this rubric please speak to your teachers

CATEGORY 4 3 2 1

Preparedness Student is completely prepared and has obviously rehearsed

Student seems pretty prepared but might have needed a couple more rehearsals

The student is somewhat prepared but it is clear that rehearsal was lacking

Student does not seem at all prepared to present

Collaboration with Peers

Almost always listens to shares with and supports the efforts of others in the group Tries to keep people working well together

Usually listens to shares with and supports the efforts of others in the group Does not cause waves in the group

Often listens to shares with and supports the efforts of others in the group but sometimes is not a good team member

Rarely listens to shares with and supports the efforts of others in the group Often is not a good team member

Comprehension Student is able to accurately answer almost all questions posed by classmates about the topic

Student is able to accurately answer most questions posed by classmates about the topic

Student is able to accurately answer a few questions posed by classmates about the topic

Student is unable to accurately answer questions posed by classmates about the topic

Content Shows a full understanding of the topic

Shows a good understanding of the topic

Shows a good understanding of parts of the topic

Does not seem to understand the topic very well

Vocabulary Uses vocabulary appropriate for the audience Extends audience vocabulary by defining words that might be new to most of the audience

Uses vocabulary appropriate for the audience Includes 1-2 words that might be new to most of the audience but does not define them

Uses vocabulary appropriate for the audience Does not include any vocabulary that might be new to the audience

Uses several (5 or more) words or phrases that are not understood by the audience

Speaks Clearly Speaks clearly and distinctly all (100-95) the time and mispronounces no words

Speaks clearly and distinctly all (100-95) the time but mispronounces one word

Speaks clearly and distinctly most ( 94-85) of the time Mispronounces no more than one word

Often mumbles or can not be understood OR mispronounces more than one word

Uses Complete Sentences

Always (99-100 of time) speaks in complete sentences

Mostly (80-98) speaks in complete sentences

Sometimes (70-80) speaks in complete sentences

Rarely speaks in complete sentences

Volume Volume is loud enough to be heard by all audience members throughout the presentation

Volume is loud enough to be heard by all audience members at least 90 of the time


Volume often too soft to be heard by all audience members

Posture and Eye Contact

Stands up straight looks relaxed and confident Establishes eye contact with everyone in the room during the presentation

Stands up straight and establishes eye contact with everyone in the room during the presentation

Sometimes stands up straight and establishes eye contact

Slouches andor does not look at people during the presentation

Attire Business attire very professional look

Casual business attire Casual business attire but wore sneakers or seemed somewhat wrinkled

General attire not appropriate for audience (jeans t-shirt shorts)

Enthusiasm Facial expressions and body language generate a strong interest and enthusiasm about the topic in others

Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others

Facial expressions and body language are used to try to generate enthusiasm but seem somewhat faked

Very little use of facial expressions or body language Did not generate much interest in topic being presented

Stays on Topic Stays on topic all (100) of the time

Stays on topic most (99-90) of the time

Stays on topic some (89-75) of the time

It was hard to tell what the topic was

Appendix K Dress Rehearsals

Week 53 Project Days Three Days ndash Tuesday Wednesday amp Thursday

Dress Rehearsal 2 and Final Dress Rehearsal

Dress Rehearsal 2- Complete all styling and design for stage and actors- Students may use their created note cards with their lines for stage practice- Students may use iPads for Student Teach presentations

Final Dress Rehearsal- Rehearsal including student teaches- Students will not use note cards or iPads


a Students will complete the second and final dress rehearsal for ldquoA Christmas Carol A Nod to the Modrdquob Students will make any alterations to costume set props lines sounds lighting stage management and

acting c Students will provide constructive feedback to each small group to aid in the presentation of the

materials during the community event ldquoA Christmas Carol ndash A Nod to the Modrdquo

Materialsa All costumes and props need for the stage presentation of ldquoA Christmas Carol A Nod to the Modrdquob Script for playc Student index card for lines when they are on stage (for practice)d Equipment for display of Student Teach presentationse Sound materials and equipmentf Lighting materials and equipment g Stage management directions and equipment

Rubric ndash A Christmas Carol A Nod to the Mod (Performance amp Dress Rehearsal)

Utilize this rubric to successfully complete A Christmas Carol A Nod to the Mod (Performance amp Dress Rehearsal) If you have any questions regarding the expectations or content of this rubric please speak to your teachers

CATEGORY 4 3 2 1





Listens to Other Presentations

Listens intently Does not make distracting noises or movements

Listens intently but has one distracting noise or movement

Sometimes does not appear to be listening but is not distracting

Sometimes does not appear to be listening and has distracting noises or movements





Props Student uses several props (could include costume) that show considerable workcreativity and which make the presentation better

Student uses 1 prop that shows considerable workcreativity and which make the presentation better

Student uses 1 prop which makes the presentation better

The student uses no props OR the props chosen detract from the presentation










Pauses Pauses were effectively used 2 or more times to improve meaning andor dramatic impact

Pauses were effectively used once to improve meaning andor dramatic impact

Pauses were intentionally used but were not effective in improving meaning or dramatic impact

Pauses were not intentionally used




Common Assessment

ldquoThe Christmas Carol ndash A Nod to the Modrdquo

The students will participate in the community event ldquoA Christmas Carol A Nod to the Modrdquo that will serve as the Culminating Event for the complete Modern Living unit that will encompass all standards and skills taught during the Leadership Unit in each subject area The common assessment will focus on the skills needed to create and present this event to the community The studentsrsquo participation and preparation for this event will be scored utilizing a rubric The rubric will be used to assess the studentsrsquo application of skills and effort during the Culminating Event The rubric will focus on skills and processes


ModStudent Name

Date


Math Component

Maximizing Profits







Math Component

Population Growth







Science Component

Waves







Waves

Science Component

Simple Machines







Simple Machines

Science Component






















Urbanization



Urbanization




ELA Component








Drama

ELA Component

Sentence Structure







Unit Objectives







Social Studies

GeographyHistory

Vocabulary











Social Studies






Key Questions





















Hook for Unit




Writing Closure



Event

Set Construction
























ScienceTennessee

Earth

State Standards




Motion








Social Studies




Appendix A



Day 1


Day 2

Content Class

Day 3



Construction)

Day 4



Construction)

Day 5




Construction)

Day 6



Day 7



(Research amp Plan)

Day 8




and Assessment)

Day 9




and Assessment))

Day 10




modifications)

Day 11



Day 12



Day 13



Day 14


student teaches

Day 15

Clean-UpCast Party









lined paper pencils



energy bills

ActivityPreparation


Introduction







Procedure













Total Points







Wrap-Up



Number of Students










111308811130881113088Air dry clothes






















Hot Warm Cold























Time Period


1840rsquos Sod

1920rsquos Sawdust






Small Group Work


Era Assigned ___________________



1 __________________________________________

Reasoning

Source

2 __________________________________________

Reasoning

Source

3 __________________________________________

Reasoning

Source

4 __________________________________________

Reasoning

Source

5 __________________________________________

Reasoning

Source


1 __________________________________________

Reasoning

Source

2 __________________________________________

Reasoning

Source





CATEGORY 4 3 2 1





a systematic manner


not systematically












and modifications







for most components


for most components






stresses


typical stresses


typical stresses




better



even better











product


Data Collection





manner

ModificationTesting




refinements


refinements


refinement





results



for modifications



for modifications



process




and neatly entered


and legible



















1840rsquos

1920rsquos

1950rsquos

2012




Week 51 Project Day

CATEGORY 4 3 2 1






































Era of Homes __________________________________________________


AnalysisGroup 1

________________


________________


________________


________________


________________

Solid wall

Open window or door

Open corner





























CATEGORY 4 3 2 1






Group Timeline















Quality of Sources







Content Area

Student Checklist

Topic Group Members

Goals 2-3 Vocab

Words

Keynote or Prezi


Students

Student Assessment

Lesson Plan

Social Studies








Sentence Structure


Sentences







Social Studies











Scene 2

Scene 3

Scene 4

Scene 5

Scene 6

















make modifications)





CATEGORY 4 3 2 1































































CATEGORY 4 3 2 1



































ModStudent Name

Date


Math Component

Maximizing Profits







Math Component

Population Growth







Science Component

Waves







Waves

Science Component

Simple Machines







Simple Machines

Science Component






















Urbanization



Urbanization




ELA Component








Drama

ELA Component

Sentence Structure







Unit Objectives







Social Studies

GeographyHistory

Vocabulary











Social Studies






Key Questions





















Hook for Unit




Writing Closure



Event

Set Construction
























ScienceTennessee

Earth

State Standards




Motion








Social Studies




Appendix A



Day 1


Day 2

Content Class

Day 3



Construction)

Day 4



Construction)

Day 5




Construction)

Day 6



Day 7



(Research amp Plan)

Day 8




and Assessment)

Day 9




and Assessment))

Day 10




modifications)

Day 11



Day 12



Day 13



Day 14


student teaches

Day 15

Clean-UpCast Party









lined paper pencils



energy bills

ActivityPreparation


Introduction







Procedure













Total Points







Wrap-Up



Number of Students










111308811130881113088Air dry clothes






















Hot Warm Cold























Time Period


1840rsquos Sod

1920rsquos Sawdust






Small Group Work


Era Assigned ___________________



1 __________________________________________

Reasoning

Source

2 __________________________________________

Reasoning

Source

3 __________________________________________

Reasoning

Source

4 __________________________________________

Reasoning

Source

5 __________________________________________

Reasoning

Source


1 __________________________________________

Reasoning

Source

2 __________________________________________

Reasoning

Source





CATEGORY 4 3 2 1





a systematic manner


not systematically












and modifications







for most components


for most components






stresses


typical stresses


typical stresses




better



even better











product


Data Collection





manner

ModificationTesting




refinements


refinements


refinement





results



for modifications



for modifications



process




and neatly entered


and legible



















1840rsquos

1920rsquos

1950rsquos

2012




Week 51 Project Day

CATEGORY 4 3 2 1






































Era of Homes __________________________________________________


AnalysisGroup 1

________________


________________


________________


________________


________________

Solid wall

Open window or door

Open corner





























CATEGORY 4 3 2 1






Group Timeline















Quality of Sources







Content Area

Student Checklist

Topic Group Members

Goals 2-3 Vocab

Words

Keynote or Prezi


Students

Student Assessment

Lesson Plan

Social Studies








Sentence Structure


Sentences







Social Studies











Scene 2

Scene 3

Scene 4

Scene 5

Scene 6

















make modifications)





CATEGORY 4 3 2 1































































CATEGORY 4 3 2 1


































Unit Objectives







Social Studies

GeographyHistory

Vocabulary











Social Studies






Key Questions





















Hook for Unit




Writing Closure



Event

Set Construction
























ScienceTennessee

Earth

State Standards




Motion








Social Studies




Appendix A



Day 1


Day 2

Content Class

Day 3



Construction)

Day 4



Construction)

Day 5




Construction)

Day 6



Day 7



(Research amp Plan)

Day 8




and Assessment)

Day 9




and Assessment))

Day 10




modifications)

Day 11



Day 12



Day 13



Day 14


student teaches

Day 15

Clean-UpCast Party









lined paper pencils



energy bills

ActivityPreparation


Introduction







Procedure













Total Points







Wrap-Up



Number of Students










111308811130881113088Air dry clothes






















Hot Warm Cold























Time Period


1840rsquos Sod

1920rsquos Sawdust






Small Group Work


Era Assigned ___________________



1 __________________________________________

Reasoning

Source

2 __________________________________________

Reasoning

Source

3 __________________________________________

Reasoning

Source

4 __________________________________________

Reasoning

Source

5 __________________________________________

Reasoning

Source


1 __________________________________________

Reasoning

Source

2 __________________________________________

Reasoning

Source





CATEGORY 4 3 2 1





a systematic manner


not systematically












and modifications







for most components


for most components






stresses


typical stresses


typical stresses




better



even better











product


Data Collection





manner

ModificationTesting




refinements


refinements


refinement





results



for modifications



for modifications



process




and neatly entered


and legible



















1840rsquos

1920rsquos

1950rsquos

2012




Week 51 Project Day

CATEGORY 4 3 2 1






































Era of Homes __________________________________________________


AnalysisGroup 1

________________


________________


________________


________________


________________

Solid wall

Open window or door

Open corner





























CATEGORY 4 3 2 1






Group Timeline















Quality of Sources







Content Area

Student Checklist

Topic Group Members

Goals 2-3 Vocab

Words

Keynote or Prezi


Students

Student Assessment

Lesson Plan

Social Studies








Sentence Structure


Sentences







Social Studies











Scene 2

Scene 3

Scene 4

Scene 5

Scene 6

















make modifications)





CATEGORY 4 3 2 1































































CATEGORY 4 3 2 1


































Social Studies






Key Questions





















Hook for Unit




Writing Closure



Event

Set Construction
























ScienceTennessee

Earth

State Standards




Motion








Social Studies




Appendix A



Day 1


Day 2

Content Class

Day 3



Construction)

Day 4



Construction)

Day 5




Construction)

Day 6



Day 7



(Research amp Plan)

Day 8




and Assessment)

Day 9




and Assessment))

Day 10




modifications)

Day 11



Day 12



Day 13



Day 14


student teaches

Day 15

Clean-UpCast Party









lined paper pencils



energy bills

ActivityPreparation


Introduction







Procedure













Total Points







Wrap-Up



Number of Students










111308811130881113088Air dry clothes






















Hot Warm Cold























Time Period


1840rsquos Sod

1920rsquos Sawdust






Small Group Work


Era Assigned ___________________



1 __________________________________________

Reasoning

Source

2 __________________________________________

Reasoning

Source

3 __________________________________________

Reasoning

Source

4 __________________________________________

Reasoning

Source

5 __________________________________________

Reasoning

Source


1 __________________________________________

Reasoning

Source

2 __________________________________________

Reasoning

Source





CATEGORY 4 3 2 1





a systematic manner


not systematically












and modifications







for most components


for most components






stresses


typical stresses


typical stresses




better



even better











product


Data Collection





manner

ModificationTesting




refinements


refinements


refinement





results



for modifications



for modifications



process




and neatly entered


and legible



















1840rsquos

1920rsquos

1950rsquos

2012




Week 51 Project Day

CATEGORY 4 3 2 1






































Era of Homes __________________________________________________


AnalysisGroup 1

________________


________________


________________


________________


________________

Solid wall

Open window or door

Open corner





























CATEGORY 4 3 2 1






Group Timeline















Quality of Sources







Content Area

Student Checklist

Topic Group Members

Goals 2-3 Vocab

Words

Keynote or Prezi


Students

Student Assessment

Lesson Plan

Social Studies








Sentence Structure


Sentences







Social Studies











Scene 2

Scene 3

Scene 4

Scene 5

Scene 6

















make modifications)





CATEGORY 4 3 2 1































































CATEGORY 4 3 2 1




































Writing Closure



Event

Set Construction
























ScienceTennessee

Earth

State Standards




Motion








Social Studies




Appendix A



Day 1


Day 2

Content Class

Day 3



Construction)

Day 4



Construction)

Day 5




Construction)

Day 6



Day 7



(Research amp Plan)

Day 8




and Assessment)

Day 9




and Assessment))

Day 10




modifications)

Day 11



Day 12



Day 13



Day 14


student teaches

Day 15

Clean-UpCast Party









lined paper pencils



energy bills

ActivityPreparation


Introduction







Procedure













Total Points







Wrap-Up



Number of Students










111308811130881113088Air dry clothes






















Hot Warm Cold























Time Period


1840rsquos Sod

1920rsquos Sawdust






Small Group Work


Era Assigned ___________________



1 __________________________________________

Reasoning

Source

2 __________________________________________

Reasoning

Source

3 __________________________________________

Reasoning

Source

4 __________________________________________

Reasoning

Source

5 __________________________________________

Reasoning

Source


1 __________________________________________

Reasoning

Source

2 __________________________________________

Reasoning

Source





CATEGORY 4 3 2 1





a systematic manner


not systematically












and modifications







for most components


for most components






stresses


typical stresses


typical stresses




better



even better











product


Data Collection





manner

ModificationTesting




refinements


refinements


refinement





results



for modifications



for modifications



process




and neatly entered


and legible



















1840rsquos

1920rsquos

1950rsquos

2012




Week 51 Project Day

CATEGORY 4 3 2 1






































Era of Homes __________________________________________________


AnalysisGroup 1

________________


________________


________________


________________


________________

Solid wall

Open window or door

Open corner





























CATEGORY 4 3 2 1






Group Timeline















Quality of Sources







Content Area

Student Checklist

Topic Group Members

Goals 2-3 Vocab

Words

Keynote or Prezi


Students

Student Assessment

Lesson Plan

Social Studies








Sentence Structure


Sentences







Social Studies











Scene 2

Scene 3

Scene 4

Scene 5

Scene 6

















make modifications)





CATEGORY 4 3 2 1































































CATEGORY 4 3 2 1














































ScienceTennessee

Earth

State Standards




Motion








Social Studies




Appendix A



Day 1


Day 2

Content Class

Day 3



Construction)

Day 4



Construction)

Day 5




Construction)

Day 6



Day 7



(Research amp Plan)

Day 8




and Assessment)

Day 9




and Assessment))

Day 10




modifications)

Day 11



Day 12



Day 13



Day 14


student teaches

Day 15

Clean-UpCast Party









lined paper pencils



energy bills

ActivityPreparation


Introduction







Procedure













Total Points







Wrap-Up



Number of Students










111308811130881113088Air dry clothes






















Hot Warm Cold























Time Period


1840rsquos Sod

1920rsquos Sawdust






Small Group Work


Era Assigned ___________________



1 __________________________________________

Reasoning

Source

2 __________________________________________

Reasoning

Source

3 __________________________________________

Reasoning

Source

4 __________________________________________

Reasoning

Source

5 __________________________________________

Reasoning

Source


1 __________________________________________

Reasoning

Source

2 __________________________________________

Reasoning

Source





CATEGORY 4 3 2 1





a systematic manner


not systematically












and modifications







for most components


for most components






stresses


typical stresses


typical stresses




better



even better











product


Data Collection





manner

ModificationTesting




refinements


refinements


refinement





results



for modifications



for modifications



process




and neatly entered


and legible



















1840rsquos

1920rsquos

1950rsquos

2012




Week 51 Project Day

CATEGORY 4 3 2 1






































Era of Homes __________________________________________________


AnalysisGroup 1

________________


________________


________________


________________


________________

Solid wall

Open window or door

Open corner





























CATEGORY 4 3 2 1






Group Timeline















Quality of Sources







Content Area

Student Checklist

Topic Group Members

Goals 2-3 Vocab

Words

Keynote or Prezi


Students

Student Assessment

Lesson Plan

Social Studies








Sentence Structure


Sentences







Social Studies











Scene 2

Scene 3

Scene 4

Scene 5

Scene 6

















make modifications)





CATEGORY 4 3 2 1































































CATEGORY 4 3 2 1


































State Standards




Motion








Social Studies




Appendix A



Day 1


Day 2

Content Class

Day 3



Construction)

Day 4



Construction)

Day 5




Construction)

Day 6



Day 7



(Research amp Plan)

Day 8




and Assessment)

Day 9




and Assessment))

Day 10




modifications)

Day 11



Day 12



Day 13



Day 14


student teaches

Day 15

Clean-UpCast Party









lined paper pencils



energy bills

ActivityPreparation


Introduction







Procedure













Total Points







Wrap-Up



Number of Students










111308811130881113088Air dry clothes






















Hot Warm Cold























Time Period


1840rsquos Sod

1920rsquos Sawdust






Small Group Work


Era Assigned ___________________



1 __________________________________________

Reasoning

Source

2 __________________________________________

Reasoning

Source

3 __________________________________________

Reasoning

Source

4 __________________________________________

Reasoning

Source

5 __________________________________________

Reasoning

Source


1 __________________________________________

Reasoning

Source

2 __________________________________________

Reasoning

Source





CATEGORY 4 3 2 1





a systematic manner


not systematically












and modifications







for most components


for most components






stresses


typical stresses


typical stresses




better



even better











product


Data Collection





manner

ModificationTesting




refinements


refinements


refinement





results



for modifications



for modifications



process




and neatly entered


and legible



















1840rsquos

1920rsquos

1950rsquos

2012




Week 51 Project Day

CATEGORY 4 3 2 1






































Era of Homes __________________________________________________


AnalysisGroup 1

________________


________________


________________


________________


________________

Solid wall

Open window or door

Open corner





























CATEGORY 4 3 2 1






Group Timeline















Quality of Sources







Content Area

Student Checklist

Topic Group Members

Goals 2-3 Vocab

Words

Keynote or Prezi


Students

Student Assessment

Lesson Plan

Social Studies








Sentence Structure


Sentences







Social Studies











Scene 2

Scene 3

Scene 4

Scene 5

Scene 6

















make modifications)





CATEGORY 4 3 2 1































































CATEGORY 4 3 2 1


































Day 6



Day 7



(Research amp Plan)

Day 8




and Assessment)

Day 9




and Assessment))

Day 10




modifications)

Day 11



Day 12



Day 13



Day 14


student teaches

Day 15

Clean-UpCast Party









lined paper pencils



energy bills

ActivityPreparation


Introduction







Procedure













Total Points







Wrap-Up



Number of Students










111308811130881113088Air dry clothes






















Hot Warm Cold























Time Period


1840rsquos Sod

1920rsquos Sawdust






Small Group Work


Era Assigned ___________________



1 __________________________________________

Reasoning

Source

2 __________________________________________

Reasoning

Source

3 __________________________________________

Reasoning

Source

4 __________________________________________

Reasoning

Source

5 __________________________________________

Reasoning

Source


1 __________________________________________

Reasoning

Source

2 __________________________________________

Reasoning

Source





CATEGORY 4 3 2 1





a systematic manner


not systematically












and modifications







for most components


for most components






stresses


typical stresses


typical stresses




better



even better











product


Data Collection





manner

ModificationTesting




refinements


refinements


refinement





results



for modifications



for modifications



process




and neatly entered


and legible



















1840rsquos

1920rsquos

1950rsquos

2012




Week 51 Project Day

CATEGORY 4 3 2 1






































Era of Homes __________________________________________________


AnalysisGroup 1

________________


________________


________________


________________


________________

Solid wall

Open window or door

Open corner





























CATEGORY 4 3 2 1






Group Timeline















Quality of Sources







Content Area

Student Checklist

Topic Group Members

Goals 2-3 Vocab

Words

Keynote or Prezi


Students

Student Assessment

Lesson Plan

Social Studies








Sentence Structure


Sentences







Social Studies











Scene 2

Scene 3

Scene 4

Scene 5

Scene 6

















make modifications)





CATEGORY 4 3 2 1































































CATEGORY 4 3 2 1



































lined paper pencils



energy bills

ActivityPreparation


Introduction







Procedure













Total Points







Wrap-Up



Number of Students










111308811130881113088Air dry clothes






















Hot Warm Cold























Time Period


1840rsquos Sod

1920rsquos Sawdust






Small Group Work


Era Assigned ___________________



1 __________________________________________

Reasoning

Source

2 __________________________________________

Reasoning

Source

3 __________________________________________

Reasoning

Source

4 __________________________________________

Reasoning

Source

5 __________________________________________

Reasoning

Source


1 __________________________________________

Reasoning

Source

2 __________________________________________

Reasoning

Source





CATEGORY 4 3 2 1





a systematic manner


not systematically












and modifications







for most components


for most components






stresses


typical stresses


typical stresses




better



even better











product


Data Collection





manner

ModificationTesting




refinements


refinements


refinement





results



for modifications



for modifications



process




and neatly entered


and legible



















1840rsquos

1920rsquos

1950rsquos

2012




Week 51 Project Day

CATEGORY 4 3 2 1






































Era of Homes __________________________________________________


AnalysisGroup 1

________________


________________


________________


________________


________________

Solid wall

Open window or door

Open corner





























CATEGORY 4 3 2 1






Group Timeline















Quality of Sources







Content Area

Student Checklist

Topic Group Members

Goals 2-3 Vocab

Words

Keynote or Prezi


Students

Student Assessment

Lesson Plan

Social Studies








Sentence Structure


Sentences







Social Studies











Scene 2

Scene 3

Scene 4

Scene 5

Scene 6

















make modifications)





CATEGORY 4 3 2 1































































CATEGORY 4 3 2 1


































energy bills

ActivityPreparation


Introduction







Procedure













Total Points







Wrap-Up



Number of Students










111308811130881113088Air dry clothes






















Hot Warm Cold























Time Period


1840rsquos Sod

1920rsquos Sawdust






Small Group Work


Era Assigned ___________________



1 __________________________________________

Reasoning

Source

2 __________________________________________

Reasoning

Source

3 __________________________________________

Reasoning

Source

4 __________________________________________

Reasoning

Source

5 __________________________________________

Reasoning

Source


1 __________________________________________

Reasoning

Source

2 __________________________________________

Reasoning

Source





CATEGORY 4 3 2 1





a systematic manner


not systematically












and modifications







for most components


for most components






stresses


typical stresses


typical stresses




better



even better











product


Data Collection





manner

ModificationTesting




refinements


refinements


refinement





results



for modifications



for modifications



process




and neatly entered


and legible



















1840rsquos

1920rsquos

1950rsquos

2012




Week 51 Project Day

CATEGORY 4 3 2 1






































Era of Homes __________________________________________________


AnalysisGroup 1

________________


________________


________________


________________


________________

Solid wall

Open window or door

Open corner





























CATEGORY 4 3 2 1






Group Timeline















Quality of Sources







Content Area

Student Checklist

Topic Group Members

Goals 2-3 Vocab

Words

Keynote or Prezi


Students

Student Assessment

Lesson Plan

Social Studies








Sentence Structure


Sentences







Social Studies











Scene 2

Scene 3

Scene 4

Scene 5

Scene 6

















make modifications)





CATEGORY 4 3 2 1































































CATEGORY 4 3 2 1











































Total Points







Wrap-Up



Number of Students










111308811130881113088Air dry clothes






















Hot Warm Cold























Time Period


1840rsquos Sod

1920rsquos Sawdust






Small Group Work


Era Assigned ___________________



1 __________________________________________

Reasoning

Source

2 __________________________________________

Reasoning

Source

3 __________________________________________

Reasoning

Source

4 __________________________________________

Reasoning

Source

5 __________________________________________

Reasoning

Source


1 __________________________________________

Reasoning

Source

2 __________________________________________

Reasoning

Source





CATEGORY 4 3 2 1





a systematic manner


not systematically












and modifications







for most components


for most components






stresses


typical stresses


typical stresses




better



even better











product


Data Collection





manner

ModificationTesting




refinements


refinements


refinement





results



for modifications



for modifications



process




and neatly entered


and legible



















1840rsquos

1920rsquos

1950rsquos

2012




Week 51 Project Day

CATEGORY 4 3 2 1






































Era of Homes __________________________________________________


AnalysisGroup 1

________________


________________


________________


________________


________________

Solid wall

Open window or door

Open corner





























CATEGORY 4 3 2 1






Group Timeline















Quality of Sources







Content Area

Student Checklist

Topic Group Members

Goals 2-3 Vocab

Words

Keynote or Prezi


Students

Student Assessment

Lesson Plan

Social Studies








Sentence Structure


Sentences







Social Studies











Scene 2

Scene 3

Scene 4

Scene 5

Scene 6

















make modifications)





CATEGORY 4 3 2 1































































CATEGORY 4 3 2 1








































Wrap-Up



Number of Students










111308811130881113088Air dry clothes






















Hot Warm Cold























Time Period


1840rsquos Sod

1920rsquos Sawdust






Small Group Work


Era Assigned ___________________



1 __________________________________________

Reasoning

Source

2 __________________________________________

Reasoning

Source

3 __________________________________________

Reasoning

Source

4 __________________________________________

Reasoning

Source

5 __________________________________________

Reasoning

Source


1 __________________________________________

Reasoning

Source

2 __________________________________________

Reasoning

Source





CATEGORY 4 3 2 1





a systematic manner


not systematically












and modifications







for most components


for most components






stresses


typical stresses


typical stresses




better



even better











product


Data Collection





manner

ModificationTesting




refinements


refinements


refinement





results



for modifications



for modifications



process




and neatly entered


and legible



















1840rsquos

1920rsquos

1950rsquos

2012




Week 51 Project Day

CATEGORY 4 3 2 1






































Era of Homes __________________________________________________


AnalysisGroup 1

________________


________________


________________


________________


________________

Solid wall

Open window or door

Open corner





























CATEGORY 4 3 2 1






Group Timeline















Quality of Sources







Content Area

Student Checklist

Topic Group Members

Goals 2-3 Vocab

Words

Keynote or Prezi


Students

Student Assessment

Lesson Plan

Social Studies








Sentence Structure


Sentences







Social Studies











Scene 2

Scene 3

Scene 4

Scene 5

Scene 6

















make modifications)





CATEGORY 4 3 2 1































































CATEGORY 4 3 2 1






















































Hot Warm Cold























Time Period


1840rsquos Sod

1920rsquos Sawdust






Small Group Work


Era Assigned ___________________



1 __________________________________________

Reasoning

Source

2 __________________________________________

Reasoning

Source

3 __________________________________________

Reasoning

Source

4 __________________________________________

Reasoning

Source

5 __________________________________________

Reasoning

Source


1 __________________________________________

Reasoning

Source

2 __________________________________________

Reasoning

Source





CATEGORY 4 3 2 1





a systematic manner


not systematically












and modifications







for most components


for most components






stresses


typical stresses


typical stresses




better



even better











product


Data Collection





manner

ModificationTesting




refinements


refinements


refinement





results



for modifications



for modifications



process




and neatly entered


and legible



















1840rsquos

1920rsquos

1950rsquos

2012




Week 51 Project Day

CATEGORY 4 3 2 1






































Era of Homes __________________________________________________


AnalysisGroup 1

________________


________________


________________


________________


________________

Solid wall

Open window or door

Open corner





























CATEGORY 4 3 2 1






Group Timeline















Quality of Sources







Content Area

Student Checklist

Topic Group Members

Goals 2-3 Vocab

Words

Keynote or Prezi


Students

Student Assessment

Lesson Plan

Social Studies








Sentence Structure


Sentences







Social Studies











Scene 2

Scene 3

Scene 4

Scene 5

Scene 6

















make modifications)





CATEGORY 4 3 2 1































































CATEGORY 4 3 2 1
























































Time Period


1840rsquos Sod

1920rsquos Sawdust






Small Group Work


Era Assigned ___________________



1 __________________________________________

Reasoning

Source

2 __________________________________________

Reasoning

Source

3 __________________________________________

Reasoning

Source

4 __________________________________________

Reasoning

Source

5 __________________________________________

Reasoning

Source


1 __________________________________________

Reasoning

Source

2 __________________________________________

Reasoning

Source





CATEGORY 4 3 2 1





a systematic manner


not systematically












and modifications







for most components


for most components






stresses


typical stresses


typical stresses




better



even better











product


Data Collection





manner

ModificationTesting




refinements


refinements


refinement





results



for modifications



for modifications



process




and neatly entered


and legible



















1840rsquos

1920rsquos

1950rsquos

2012




Week 51 Project Day

CATEGORY 4 3 2 1






































Era of Homes __________________________________________________


AnalysisGroup 1

________________


________________


________________


________________


________________

Solid wall

Open window or door

Open corner





























CATEGORY 4 3 2 1






Group Timeline















Quality of Sources







Content Area

Student Checklist

Topic Group Members

Goals 2-3 Vocab

Words

Keynote or Prezi


Students

Student Assessment

Lesson Plan

Social Studies








Sentence Structure


Sentences







Social Studies











Scene 2

Scene 3

Scene 4

Scene 5

Scene 6

















make modifications)





CATEGORY 4 3 2 1































































CATEGORY 4 3 2 1




































Small Group Work


Era Assigned ___________________



1 __________________________________________

Reasoning

Source

2 __________________________________________

Reasoning

Source

3 __________________________________________

Reasoning

Source

4 __________________________________________

Reasoning

Source

5 __________________________________________

Reasoning

Source


1 __________________________________________

Reasoning

Source

2 __________________________________________

Reasoning

Source





CATEGORY 4 3 2 1





a systematic manner


not systematically












and modifications







for most components


for most components






stresses


typical stresses


typical stresses




better



even better











product


Data Collection





manner

ModificationTesting




refinements


refinements


refinement





results



for modifications



for modifications



process




and neatly entered


and legible



















1840rsquos

1920rsquos

1950rsquos

2012




Week 51 Project Day

CATEGORY 4 3 2 1






































Era of Homes __________________________________________________


AnalysisGroup 1

________________


________________


________________


________________


________________

Solid wall

Open window or door

Open corner





























CATEGORY 4 3 2 1






Group Timeline















Quality of Sources







Content Area

Student Checklist

Topic Group Members

Goals 2-3 Vocab

Words

Keynote or Prezi


Students

Student Assessment

Lesson Plan

Social Studies








Sentence Structure


Sentences







Social Studies











Scene 2

Scene 3

Scene 4

Scene 5

Scene 6

















make modifications)





CATEGORY 4 3 2 1































































CATEGORY 4 3 2 1


































Era Assigned ___________________



1 __________________________________________

Reasoning

Source

2 __________________________________________

Reasoning

Source

3 __________________________________________

Reasoning

Source

4 __________________________________________

Reasoning

Source

5 __________________________________________

Reasoning

Source


1 __________________________________________

Reasoning

Source

2 __________________________________________

Reasoning

Source





CATEGORY 4 3 2 1





a systematic manner


not systematically












and modifications







for most components


for most components






stresses


typical stresses


typical stresses




better



even better











product


Data Collection





manner

ModificationTesting




refinements


refinements


refinement





results



for modifications



for modifications



process




and neatly entered


and legible



















1840rsquos

1920rsquos

1950rsquos

2012




Week 51 Project Day

CATEGORY 4 3 2 1






































Era of Homes __________________________________________________


AnalysisGroup 1

________________


________________


________________


________________


________________

Solid wall

Open window or door

Open corner





























CATEGORY 4 3 2 1






Group Timeline















Quality of Sources







Content Area

Student Checklist

Topic Group Members

Goals 2-3 Vocab

Words

Keynote or Prezi


Students

Student Assessment

Lesson Plan

Social Studies








Sentence Structure


Sentences







Social Studies











Scene 2

Scene 3

Scene 4

Scene 5

Scene 6

















make modifications)





CATEGORY 4 3 2 1































































CATEGORY 4 3 2 1


































CATEGORY 4 3 2 1





a systematic manner


not systematically












and modifications







for most components


for most components






stresses


typical stresses


typical stresses




better



even better











product


Data Collection





manner

ModificationTesting




refinements


refinements


refinement





results



for modifications



for modifications



process




and neatly entered


and legible



















1840rsquos

1920rsquos

1950rsquos

2012




Week 51 Project Day

CATEGORY 4 3 2 1






































Era of Homes __________________________________________________


AnalysisGroup 1

________________


________________


________________


________________


________________

Solid wall

Open window or door

Open corner





























CATEGORY 4 3 2 1






Group Timeline















Quality of Sources







Content Area

Student Checklist

Topic Group Members

Goals 2-3 Vocab

Words

Keynote or Prezi


Students

Student Assessment

Lesson Plan

Social Studies








Sentence Structure


Sentences







Social Studies











Scene 2

Scene 3

Scene 4

Scene 5

Scene 6

















make modifications)





CATEGORY 4 3 2 1































































CATEGORY 4 3 2 1


































Data Collection





manner

ModificationTesting




refinements


refinements


refinement





results



for modifications



for modifications



process




and neatly entered


and legible



















1840rsquos

1920rsquos

1950rsquos

2012




Week 51 Project Day

CATEGORY 4 3 2 1






































Era of Homes __________________________________________________


AnalysisGroup 1

________________


________________


________________


________________


________________

Solid wall

Open window or door

Open corner





























CATEGORY 4 3 2 1






Group Timeline















Quality of Sources







Content Area

Student Checklist

Topic Group Members

Goals 2-3 Vocab

Words

Keynote or Prezi


Students

Student Assessment

Lesson Plan

Social Studies








Sentence Structure


Sentences







Social Studies











Scene 2

Scene 3

Scene 4

Scene 5

Scene 6

















make modifications)





CATEGORY 4 3 2 1































































CATEGORY 4 3 2 1















































1840rsquos

1920rsquos

1950rsquos

2012




Week 51 Project Day

CATEGORY 4 3 2 1






































Era of Homes __________________________________________________


AnalysisGroup 1

________________


________________


________________


________________


________________

Solid wall

Open window or door

Open corner





























CATEGORY 4 3 2 1






Group Timeline















Quality of Sources







Content Area

Student Checklist

Topic Group Members

Goals 2-3 Vocab

Words

Keynote or Prezi


Students

Student Assessment

Lesson Plan

Social Studies








Sentence Structure


Sentences







Social Studies











Scene 2

Scene 3

Scene 4

Scene 5

Scene 6

















make modifications)





CATEGORY 4 3 2 1































































CATEGORY 4 3 2 1



































Week 51 Project Day

CATEGORY 4 3 2 1






































Era of Homes __________________________________________________


AnalysisGroup 1

________________


________________


________________


________________


________________

Solid wall

Open window or door

Open corner





























CATEGORY 4 3 2 1






Group Timeline















Quality of Sources







Content Area

Student Checklist

Topic Group Members

Goals 2-3 Vocab

Words

Keynote or Prezi


Students

Student Assessment

Lesson Plan

Social Studies








Sentence Structure


Sentences







Social Studies











Scene 2

Scene 3

Scene 4

Scene 5

Scene 6

















make modifications)





CATEGORY 4 3 2 1































































CATEGORY 4 3 2 1











































Era of Homes __________________________________________________


AnalysisGroup 1

________________


________________


________________


________________


________________

Solid wall

Open window or door

Open corner





























CATEGORY 4 3 2 1






Group Timeline















Quality of Sources







Content Area

Student Checklist

Topic Group Members

Goals 2-3 Vocab

Words

Keynote or Prezi


Students

Student Assessment

Lesson Plan

Social Studies








Sentence Structure


Sentences







Social Studies











Scene 2

Scene 3

Scene 4

Scene 5

Scene 6

















make modifications)





CATEGORY 4 3 2 1































































CATEGORY 4 3 2 1

























































CATEGORY 4 3 2 1






Group Timeline















Quality of Sources







Content Area

Student Checklist

Topic Group Members

Goals 2-3 Vocab

Words

Keynote or Prezi


Students

Student Assessment

Lesson Plan

Social Studies








Sentence Structure


Sentences







Social Studies











Scene 2

Scene 3

Scene 4

Scene 5

Scene 6

















make modifications)





CATEGORY 4 3 2 1































































CATEGORY 4 3 2 1




































Content Area

Student Checklist

Topic Group Members

Goals 2-3 Vocab

Words

Keynote or Prezi


Students

Student Assessment

Lesson Plan

Social Studies








Sentence Structure


Sentences







Social Studies











Scene 2

Scene 3

Scene 4

Scene 5

Scene 6

















make modifications)





CATEGORY 4 3 2 1































































CATEGORY 4 3 2 1



































Scene 2

Scene 3

Scene 4

Scene 5

Scene 6

















make modifications)





CATEGORY 4 3 2 1































































CATEGORY 4 3 2 1

















































make modifications)





CATEGORY 4 3 2 1































































CATEGORY 4 3 2 1



































CATEGORY 4 3 2 1































































CATEGORY 4 3 2 1

























































CATEGORY 4 3 2 1


































Web view-GLE 0707.7.6 Evaluate how human activities affect the earth’s land, oceans, ... How...

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Transcript of Web view-GLE 0707.7.6 Evaluate how human activities affect the earth’s land, oceans, ... How...